试析自由的受动性

“自由是对必然的认识和对世界的改造”。无论是认识的活动还是改造的活动,都是一种活动即实践,都是在一定的社会历史条件下进行的。换句话说,自由总受制于一定的社会历史条件,自由是有限的自由。自由中的受动性主要表现为人自身的生理心理条件、自然和一定的社会历史条件。它还有三个基本特征:客观性、可利用性和基础性。在考察人的自由时必须考察到自由的受动性,否则就无法真正理解何谓自由,唯心主义者和旧唯物主义者就是如此。     

大学英语学习：被动与主动

使英语学习中的被动性转变为主动性涉及非智力因素和个性因素这两个问题。导致学生英语学习被动有三个原因：即一定文化和历史背景的影响在学生身上反映出的驯化主义现象与接受性学习．无情的学习压力与因此而产生的厌学情绪，英语教学目标错位与学习重心偏移。主动学习需要采取的三个策略：改革考试制度．实行学分制；实行分级教学，开设选修课；采用两个教学环境．实现学生能力整体开发。     

Child Rearing: Passivity and being able to go on. Wittgenstein on shared practices and seeing aspects

It is not uncommon to hear parents say in discussions they have with their children ‘Look at it this way’. And called upon for their advice, counsellors too say something to adults with the significance of ‘Try to see it like this’. The change of someone's perspective in the context of child rearing is the focus of this paper. Our interest in this lies not so much in giving an answer to the practical problems that are at stake, but at disentangling the issues on a conceptual level. Within the so‐called second part of his Philosophical Investigations, Wittgenstein deals with shared practices and with concepts such as ‘seeing’ and ‘seeing as’. What he says there is in terms of content linked with his earlier Tractatus position concerning ethics, a matter which will first be dealt with. After that, the relevant sections of his later work are discussed. Following Cavell, it is concluded that to try to get someone to see what one sees, necessarily presupposes giving it out of one's hands. The passivity this points at highlights what Erziehung in the end comes down to.     

Science Education and Health Education: Locating the Connections

Context-based chemistry education aims to improve student interest and motivation in chemistry by connecting canonical chemistry concepts with real-world contexts. Implementation of context-based chemistry programmes began 20 years ago in an attempt to make the learning of chemistry meaningful for students. This paper reviews such programmes through empirical studies on six international courses, ChemCom (USA), Salters (UK), Industrial Science (Israel), Chemie im Kontext (Germany), Chemistry in Practice (The Netherlands) and PLON (The Netherlands). These studies are categorised through emergent characteristics of: relevance, interest/attitudes/motivation and deeper understanding. These characteristics can be found to an extent in a number of other curricular initiatives, such as science-technology-society approaches and problem-based learning or project-based science, the latter of which often incorporates an inquiry-based approach to science education. These initiatives in science education are also considered with a focus on the characteristics of these approaches that are emphasised in context-based education. While such curricular studies provide a starting point for discussing context-based approaches in chemistry, to advance our understanding of how students connect canonical science concepts with the real-world context, a new theoretical framework is required. A dialectical sociocultural framework originating in the work of Vygotsky is used as a referent for analysing the complex human interactions that occur in context-based classrooms, providing teachers with recent information about the pedagogical structures and resources that afford students the agency to learn.     

马克思关于人的受动性之积极意义的思想

受动性是马克思人学思想中的一个重要概念。马克思对这一概念的理解既继承了费尔巴哈的思想,同时又对其进行了实践论的改造。在马克思那里,受动性不仅意味着人的受制约和受限制,还有着重大的积极意义：它是人的存在的基本特征,能动性发挥的内在基础和落脚点,主体能动性形成和增强的基础,以及自我享受生发的自然基础和前提。     

我国地方政府的“体制性迟钝”分析

处于现代化发展中期的中国,人民刊益诉求的膨胀和社会发展之间产生了矛盾,而且一些外部偶发因素易引起群体性事件,由于政府在处理此类事件时表现出一种体制性迟钝,导致严重后果。探究地方政府体制性迟钝的原因和对策,有利于保持政府的活力和社会的和谐。     

Preferred social organization of learning formats among pupils experiencing different kinds of internalizing problems in secondary school

The aims of this study were to investigate the dimensionality of internalizing problems among secondary high school pupils and to find out about their preferences for the social organization of learning formats. We wanted to see if preferences varied for pupils reporting different kinds of internalizing problems. Five hundred and one pupils in Grades 8, 9 and 10 (aged 13–16 years) from two secondary schools in a city in the south of Norway participated in the study. The results indicate that internalizing problems can be sub‐divided into symptoms of depression, symptoms of anxiety and social passive behaviour. We found a high association between symptoms of depression and symptoms of anxiety. However, scores for social passivity showed relatively low associations with symptoms of anxiety and depression. Our results indicated that all pupils with internalizing difficulties had lower than average negative preferences for most of the learning formats. Our results also suggest that depressed pupils have a particularly low preference for individual work, whereas socially passive pupils are most negative about whole class interactions.     

论村上春树文学作品中的消极性

村上春树的小说近年来在我国乃至世界范围内非常流行，深受广大青少年读者的喜爱。其文学作品中呈现出诸如个人孤独意识、性解放意识和否定人生价值的世界观对读者有着极大的消极影响。     

翻译本质中译者的体现和意义

由于早期翻译理论长期没有关注译者在翻译实践中的作用,导致对翻译本质的认识也往往没有注意到这个最关键的因素。运用辩证唯物主义的一些基本观点对翻译进行分析,发现翻译不仅是从一套符号系统向另一套符号系统的"意义"转换,而且翻译是译者在特定社会、历史条件下能动的实践活动,译者表现出能动性和受动性,这两者在具体的翻译实践基础上统一。     

谈如何认识作曲家的创作

本文通过对音乐表现内容、音乐创作过程、音乐创作中“美”与“新”的关系、作曲家创作的主动性与被动性等一些争议问题的论述,说明了作曲家的创作是整个音乐实践活动的基础。从音乐实践活动的整体来看,作曲家的创作具有创作过程的主动性和创作结果的被动性这一双重特性。